7th Grade Life Science

Allen Quinton
Moulthrop, Teacher

Chief Joseph Middle School

COURSE DESCRIPTION:

The Seventh Grade Life
Science Class explores all areas of life science.This year's course will draw strongly from three quality
programs: the new district science adoption, Life Science, by
Glencoe/McGraw-Hill, 2002 edition, The FOSS (Full Option Science System)
kit, and the SEPUP (Science Education for Public Understanding) kits.All three programs are highly rated and
have been shown to be highly successful throughout the nation.Additionally, supplementary materials,
such as science videos, and newspaper or magazine articles, will be presented
as lesson enrichments.In addition,
all students will participate in a long-term science project that displays use
of the scientific skills learned this year.

Life Science, by
Glencoe/McGraw-Hill, 2002 edition, our new text, is divided into five unit
topics:Life's Structure and Function,
From Bacteria to Plants, Animal Diversity, Human Body Systems, and
Ecology.The Glencoe program also
is a well-balanced mix of textual content learning and hands-on activities.This is our basic text for the
year.We have one complete
classroom set.Additionally, each
individual student has a textbook checked out for the year.This book should be kept at
home.There is no need to carry it
back and forth to school since there is an available classroom set at
school.The entire Glencoe textbook
can also be accessed online and is linked to my classroom website (listed at
the end of this syllabus).Most
science work from the text will be completed in class with a moderate amount of
homework required.

The FOSS (Full Option
Science System) "Diversity of Life Kit" covers ten unit topics:
What is Life?, Introduction to the Microscope, Microscopic Life, The Cell,
Seeds of Life, Transpiration, Plant Reproduction, Snails, Roaches, and Kingdoms
of Life.The FOSS lessons are
highly activity and inquiry based.They are designed to challenge student thinking skills as well as have
the student gain knowledge in content areas.

Two kits, SEPUP (Science
Education for Public Understanding)(and teacher training) have been provided by an OSPI
grant to Battelle/ LASER (Leadership and Assistance for Science Education
Reform) program.The latest kits
are My Body and Me, and Our Genes, Our Selves.

My
Body and Me focuses on the body systems that are particularly affected by
life-style choices such as nutrition and exercise.For example, special attention is paid to the
cardio-vascular system, and pulmonary system since a healthy lifestyle will
have a positive affect.

Our Genes, Our Selves is a hands-on kit that leads students through a
basic understanding of genetics , how traits are passed through heredity from
parents to offspring.Students will become familiar with the pioneering work in genetics of
Gregor Mendel.This kit provides
ample opportunities for developing skills in math and using scientific methods
in designing a scientific investigation.

LONG-TERM PROJECT:

A “Science Fair”
type, long-term Science Project will be completed by every student at
Chief Joseph Middle School,.This
project will be introduced by the teacher early in the year and will be
completed in time for possible entry in the Mid-Columbia Regional Science Fair
during the month of March and display at the Chief Joseph Science Showcase
Night.Every Chief Joseph student
will have a project on display.

COURSE OBJECTIVES:

Seventh Grade Life Science is
designed to develop proficient student scientists.Students will explore topics in life science emphasizing
both the science process and content knowledge. This year each student will
keep a science notebook where they will record their observations, predictions,
explanations, questions and reflections just like any scientist on the job.

In order to teach for
higher-order thinking applied to understanding process and subject content, we
will be limiting what we teach by focusing on the most important content and
structuringwhat is taught to
reflect the Washington State Goals for Science and the Washington State
Essential Learning Requirements.

2.The student knows and applies the skills and processes of
science and technology.

3.The student understands the nature and contexts of science
and technology.

The Richland School District
Board of Directors has approved the science curriculum for this class in
alignment with the Washington State Learning Goals and the Washington State
Essential Academic Learning Requirements for Science

As your student’s
teacher, my promise to parents and students is to strive to make ALL the
learning activities and lessons your student experiences in Life Science class
consistent with Washington State Goals for Science.EVERY activity in which your student engages should be
purposeful.Each lesson should be
another step toward meeting and exceeding the WashingtonState Standards.I want my students to recognize that
they have a clear PURPOSE in their work and that they will be successful and
well rewarded for their efforts.

COURSE MATERIALS:

The following lists of
materials are available to me as resources to assist your student’s
learning.Not all of the materials
listed will be used during the year. All materials selected will be with the purpose
in mind of attaining or surpassing the Washington State Essential Academic
Learning Requirements as related to science.

The FOSS (Full Option
Science System) "Diversity of Life Kit", developed at Lawrence
Hall of Science, University of California at Berkeley, published and distributed
by Delta Education.(This kit will
be used at the beginning of the year.)

Life Science , by
Glencoe/McGraw-Hill, 2002 edition (basic classroom text for the year)

Teachers’ Resources for
Life Science, by Glencoe/McGraw-Hill

Including:

-
English/ Spanish Guided Reading Audio Program

-
Reinforcement Activities

-
Enrichment Activities

-
Activity Worksheets

-
Section Focus Transparencies

-
Teaching Transparencies

-
Laboratory Activities

-
Science Inquiry Labs

- Critical
Thinking/ Problem Solving Activities

-
Reading and WritingSkill
Activities

-
Mathematics Skill Activities

- Mindjogger Video Quizzes

-
Interactive CD-ROM with Presentation Builder

-
Vocabulary Puzzlemaker Software

Videos:

- Bill Nye (The Science Guy)
Videos on associated topics

- Occasional public
television, i.e., Discovery Channel, Animal Planet, or National Geographic
specials as they pertain to taught subjects and Washington State Essential
Academic Learning Requirements for Science.

EVALUATION/ GRADING PRACTICES:

Grades are based on the
following considerations:

Quarterly grades are based on
daily class work, science notebook entries, major projects such as reports or
longer reading selections, participation (which includes attendance) and
quizzes and tests.Assignments
must have a complete heading and be of appropriate quality.Final copies should be a
student’s BEST work.

Semester grades are the
mathematical average of the quarter grades for that semester.

As per Richland School District
policy, make-up work is accepted only if due to an excused absence.Missing work is counted as a ZERO.Even a partial assignment is worth far
more than no assignment at all!Nothing lowers a grade faster than missing assignments.Additionally, students earn 10
points per day for participation.Tardiness and lack of attentivenessto classroom activities will result in a loss of part or all
of the 10 daily points.

My Grading Scale
is as follows:

A = 94% - 100%B
= 84% - 86%C
= 74% - 77%D
= 60% 66%

A- = 90% - 93%B-
= 80% - 83%C-
= 70% - 73%F
= below 60%

B+ = 87% - 89%C+
= 77% - 79%D+
= 67% - 69%

KEEPING UP WITH
ASSIGNMENTS:

Seventh graders often comment
that they have far more homework than in previous grades. However, our former
students tell us that there is not as much homework in Seventh Grade as in
Eighth Grade.I have found that
students who make the effort to complete their assignments invariably are
successful.Missing assignments,
on the other hand, will ruin a student's grade average faster than any other
reason.

IMPORTANT! … Students
are responsible for knowing their assignments.There is no reason for a student to NOT know what is
assigned.As your teacher, I have
tried to make keeping up with assignment(s) is as easy as ABC (and D)
…see below.

A) To assist students in
managing their homework assignments, I give each student a copy of the weekly
assignments as a handout at the beginning of each school week.

B) Students are expected to
maintain their assignment planner or calendar for all subjects at Chief Joseph
Middle School by entering:(1)
Work done in class each day,(2)
Homework assignments.A Planner is
supplied to each student at the beginning of the year.

C) Additionally, ALL
assignments are posted at the front of the room on the whiteboard

D) Assignments are also
posted WEEKLY on the Team Lightning Website http://users.owt.com/aqm/tlmag.html

Again, students are
responsible for knowing assignments and are expected to maintain their
assignment planner and science notebook daily.

HOW TO HAND IN COMPLETED
WORK:

Unless collected directly by
the teacher, all completed assignments are to be handed in by placing them in
the appropriate class period's "notebook box" on the side
counters.All student science
notebooks are to be handed in on Fridays every week. In most cases, assignments
are returned to students during class on the day after they are received.Longer assignments may take a bit longer.I usually read 150 to 300 assignments daily.Even though students will be taught
skills needed for self-assessment of their work, I feel it is still important
for the teacher to read and comment on all final drafts and daily homework.

CLASSROOM MANAGEMENT PLAN:

Any infraction of the posted laboratory/
classroom safety-rules is considered a serious offense and will be handled as
such.

Students are expected to
follow the classroom rules and not interfere with the learning of others.The classroom is a place of
learning.All students have the
right to learn without interruption.Students who choose to disrupt the learning process will be subject to
the following steps:

1. Verbal warning

2. Removal from class (call
home)

3. Office referral or after
school detention(call home)

4. Office referral or
teacher-student conference (call home)

5.
Teacher-student-parent-counselor conference

NOTE: Any or all of the
following steps may be accelerated in accordance with school policy depending
on the severity of the situation (This will be especially true in matters of
safety-rules violations).

KEEPING IN TOUCH:

My planning hour is during
the second period of each day from 8:58 to 9:52 a.m.I am usually available at this time if you need to contact
me.I may be reached by phoning
the school (942-2487, ext.216). However, when class is in session, the
secretaries will switch you to a voice message mode. I can also be contacted by
e-mail at Allen_Moulthrop@mail.rsd.edu (direct to my desk at school),and at aqm@owt.com, or aqm@aol.com (my
home accounts).

NEW!!.....With our school
district'snewest version of
record keepingcomputer software,
teachers are able to sendStudent
Progress Reports to parents by e-mail.Because of this, I am asking all parents with e-mail to be sure to fill
in that information on the Team Lightning Parent/ Student Survey that is sent
home with each student at the beginning of the school year. Or, simply e-mail
me at Allen_Moulthrop@mail.rsd.eduThe e-mailing method actually
works best since it eliminates possible “errors in translation”
from handwritten e-mail addresses.

If you simply need the latest
information about upcoming assignments or want to e-mail any Lightning Team
teacher, try the Team Lightning Website: http://users.owt.com/aqm/tlmag.html